Pupil-Athletes’ Coping Mechanisms and Teacher Support Practices: Basis for a Professional Development Plan

Pupil-athletes' coping mechanisms are vital for managing the high stress of balancing academics and athletics activities. The relationship between pupil athletes’ coping mechanisms and teacher support practices, emphasizing their combined impact on sustaining academic achievement while balancing athletic responsibilities. This study assessed the coping styles and teachers support practices among selected elementary pupil athletes in Tuburan District 1, Cebu, during the school year 2024–2025, with the goal of crafting a Professional Development Plan to enhance teacher interventions. Using a quantitative research design, data were gathered from 100 pupil athletes and their teachers through purposive sampling, utilizing a survey questionnaire as the primary research instrument. The study focused on profiling pupil athletes and teachers, evaluating academic performance, identifying coping styles (physical, emotional, mental, and social), and analyzing the extent of teacher support practices in four key domains: academic flexibility, emotional and social support, motivation, and inclusive teaching. Findings revealed that pupil athletes demonstrated strong academic performance despite rigorous training schedules, with mental coping strategies emerging as the most highly rated domain. Teacher respondents, predominantly young and female, showed effective support practices in academic flexibility and emotional reinforcement but exhibited only average engagement in academic monitoring and intervention. Statistical analysis showed no significant relationship between pupil athletes’ academic performance and their coping styles. However, a significant positive relationship was found between teacher support practices, especially academic flexibility, emotional support, motivation—and the learners’ academic outcomes. The study concluded that supportive teacher practices play a more crucial role than individual coping strategies in sustaining the academic success of pupil athletes. It recommends enhanced academic monitoring, sustained inclusive teaching, and the development of a Professional Development Plan emphasizing proactive teacher interventions. These findings underscore the importance of institutional support systems in balancing academic and athletic responsibilities among young learners.